Abstract

In response to the move towards Outcomes-based Education in Hong Kong our paper aims at investigating the impacts of the Outcomes-based Teaching and Learning approach OBTL on students satisfaction and perceived engagement in independent learning in the context of higher education Building upon the principle of constructive alignment we propose a theoretical model to examine the impacts of constructively aligned teaching and learning that is conceptualized as the constructive alignment Index in our paper An empirical study of undergraduate students n 253 found that the constructive alignment index CAI positively predicted students satisfaction and their perceived engagement in independent learning Implications for research and practice are discussed